WORKBOOK Applying Reports

Applying ReportsWORKBOOK

Applying Reports | 2

© 2021 NWEA. NWEA and MAP are registered trademarks, and MAP Growth is a trademark, of NWEA in the US and in other countries.

Applying Reports

Get hands-on with your reports. Learn to access, interpret, and apply rich data. Then plan how to use your

data to inform ongoing work, with a particular focus on goal setting with students.

Table of contents3 How Are My Students Doing?

4 What Does the Data Tell Me About My Students’ Instructional Readiness?

5 How Might I Flexibly Group Students for Instruction?

6 Are My Students Making Progress?

7 How Do I Set Goals With Students?

8 How Do I Share Students’ MAP Growth Data?

9 Planning Forward

10 Key Ideas and Takeaways

11 Key Terms

12 Essential Reports

13 Normative Data Charts

ResourcesMAP® Growth™ Applying Reports Padlet®

MAP® reports site

NWEA® Professional Learning Online

MAP Growth Reports Portfolio

Normative data

Comparative data

NWEA Instructional Areas

Teach. Learn. Grow. blog

NWEA.org

http://nwea.org

https://padlet.com/nweapl/MG_AR

https://teach.mapnwea.org

https://prolearning.nwea.org

https://dpdol.nwea.org/public/growth/18/GR_ReportsPortfolio.pdf

https://teach.mapnwea.org/impl/MAPGrowthNormativeDataOverview.pdf

https://dpdol.nwea.org/public/nwea/2020ComparativeDatatoInformInstructionalDecisions.pdf

https://cdn.nwea.org/state-information/index.html#

https://www.nwea.org/blog

https://www.nwea.org



OBSERVATIONSExample: Two of my students have been recommended for retesting due to rapid guessing.

IMPLICATIONSExample: I refer to my school’s retesting policy and determine if either student should be scheduled for retesting.

How Are My Students Doing?

Using the Class Profile reportThe Class Profile report shows how the students in your class performed on the MAP Growth assessments.

Achievement details

+ What do you notice?

+ How does your class compare to the national average?

Test details

+ How did my students engage in the test?

+ Have any students been recommended for retesting?

http://nwea.org



What Does the Data Tell Me About My Students’ Instructional Readiness?

Core instruction

What is the focus of my instruction?

• Standards

• Learning targets

What is my instructional plan?

• Assessment

• Activities

• Strategies

What does the data indicate about my students’ readiness for the planned instruction?

How will I adapt my instructional plan to

meet these students’ needs?

How will I adapt my instructional plan to meet

these students’ needs?

Students

Which students need support for this learning? Which students need additional challenge for

this learning?

Scaffolding for access Scaffolding for extension

http://nwea.org



How Might I Flexibly Group Students for Instruction?

Using the Class Breakdown reportsThe Class Breakdown reports demonstrate the range of scores and identify groups of students with

similar scores.

+ Explore your reports. What do you notice?

+ How will your findings affect your instructional planning?

+ How well do your grade-level textbooks and materials align with the instructional readiness level of your

class as a whole? How do you know?

OBSERVATIONSExample: I have three students in my classroom whose scores are in a lower RIT band than all other students’ scores.

IMPLICATIONSExample: I may create a small group to provide scaffolding on related skills for these students.

What are your next steps?

http://nwea.org



Are My Students Making Progress?

Using the Achievement Status and Growth reportsThe Achievement Status and Growth (ASG) reports provide data on both students’ current level of

performance and the progress they have made.

+ Explore your reports. What do you notice?

Consider:

+ What are possible reasons a student may fall in a certain quadrant? Are there possible academic

components? Possible social or emotional components?

+ What causes are you able to influence?

Achievement

Growth

Low Achievement/High Growth These students are performing near or below the

levels of their peers but show similar or higher rates of growth.

Low Achievement/Low Growth These students are performing and growing near

or below the levels of their peers.

High Achievement/High Growth These students are performing and growing

at or above the levels of their peers.

High Achievement/Low Growth These students are performing at or above the levels

of their peers but do not show as much growth.

OBSERVATIONSExample: I have students with above-average achievement who are not showing growth.

IMPLICATIONSExample: I need to provide those students with specific and challenging lessons to give them more opportunity to grow.

Subject:

Growth comparison period:


http://nwea.org



Write a SMART (specific, measurable, attainable, relevant, timely) goal:

Instructional area:

Standard:

Topic of focus:

How Do I Set Goals With Students?

Using the Student Profile reportThe Student Profile report includes data about an individual student that can be an effective starting

place for setting goals.

1. Where are you now?

Choose a student: Choose a subject: Current RIT score:

2. Where do you want to be?

Use the Growth Goals module in the Student Profile report to see the student’s current RIT score goal.

Adjust the goal as needed.

+ Determine the right kind of goal for this student

• Consider: For some students, moving to the next proficiency level may take longer than one

academic year

+ Select the most recent term and the term for which you will set the goal

+ Select Set Goal to save the goal

• Reference the adjusted growth percentile to determine if the custom goal is reasonable

3. How will you get there?

Expand the Instructional Areas module to access the

learning statements for this student. Select appropriate

skills that support your grade-level standard:

SMART goal example: Alicia will convert mixed numbers and improper fractions with denominators of 10 and 100 with 90% accuracy as shown on classwork, homework, and unit tests during the next three weeks.

http://nwea.org



How Do I Share Students’ MAP Growth Data?

Using the Family reportIn preparing to talk with families about their child’s growth and goals, what three points would you share?

1.

2.

3.

Brainstorm strategies and resources you can use to start the conversation with families about how to

support the student at school and at home.

Create an action plan

What resources

are necessary

to support the

student?

What tools or

practices will you

use to monitor

progress?

When will

you check for

progress?

What evidence

will indicate

success?

IDEAS FOR HOMEExample: Play a game with your student that practices the needed skills.

IDEAS FOR SCHOOLExample: Focus on needed skills during individual work time.


http://nwea.org



In your role, what will you do with the

information you learned today to support

student growth?

How will you implement your plan?

Who will collaborate with you or support

this work? Who needs to be informed?

When will you reevaluate your plan?

With your students:

Within your school or district:

Planning Forward

http://nwea.org



Key Ideas and TakeawaysIdea What is this? Why does it matter? What will you do with it?

http://nwea.org



NOTES

ADD YOUR OWN

Key Terms

Adaptive assessment

+ Adapts to a student’s current level based on

the student’s responses to each question

+ Gives accurate data for students at all levels

of achievement

RIT score

+ Is on an equal-interval scale to measure growth

+ Is not tied to grade level

+ Correlates to skills the student is likely

ready to learn

Normative data

+ Identifies typical (average) scores for each

grade level, subject, and season

Instructional level

+ Indicates what students are ready to learn

+ Provides a road map for students toward

achieving mastery

Learning Continuum

+ Provides skill statements likely within a

student’s zone of proximal development

+ Helps inform teachers as they plan scaffolding

for access or extension

http://nwea.org



Student ProfileStudent Profile Report

Home | Help | Contact | Change Password | Logout

Term: Fall 2016-2017

MATHEMATICS

5th Grade | ID: SF06000279 READING

COMPARISONSNorms Percentile Achievement for this term, ranked againstNWEA 2015 Norms Study

Ohio State Tests Projected result for test taken in spring

ACT College Readiness Projected result for test taken in spring

Noah Talbert

213

24TH

Basic

Not on Track

INSTRUCTIONAL AREAS GROWTH GOALS

Literature

Suggested Area of Focus

WINTER 2017 GOAL

Vocabulary Acquisition and Use

186202

Informational Text

Relative Strength203

191

195LANGUAGE USAGE

221SCIENCE

206

Error Margin: +/– 3.7Possible range: 191-1998/22/2016 — 60 minutesMAP: Reading 2-5 OH 2011 V2Fall 2016-17

Score when set:(Fall 2016)

There are no previous goals for this student.

195

(+7)

Past Goals

160

170

180

190

200

210

220

230

RIT

SCO

RE

150

Winter 14

Sprin

g 14

Fall 1

4 (Gr 3

)

Winter 15

Sprin

g 15

Fall 1

5 (Gr 4

)

Winter 16

Sprin

g 16

Fall 1

6 (Gr 5

)

Winter 17

Sprin

g 17

Fall 1

7 (Gr 6

)

Percentile Bands 1–20 21–40 41–60 61–80 81–100 no data

160

169 165

191 191195

198 195

ACT

Ohio State Tests

RIT Score: Reading

Goal: Reading

Projected Score:Reading

Typical Performance

Linking Study

GROWTH OVER TIME

Feedback

District Grade Level Mean190

To help Noah boost his performance in Reading and better match his U.S. national peers, review his scores in the Instructional Areas to find skills and concepts that he is ready to learn.

Noah’s Reading score could benefit from focus in Literature. Visit Instructional Areas for more details about which skills and concepts he is ready to learn.

Compared to his overall score, Noah has a strength in Informational Text. As a student, he can take advantage of this strength when he is learning new material.

Family report

Essential ReportsHow will you use each report? Add your notes and ideas.

Learning Continuum

191-200

181-190

171-180

201-210

211-220

221-230

D. E. Shalifoe Overall: 198; Lexile Range 464-614L; Goal Range: 201-213M. M. Vosburg Overall: 205; Lexile Range 587-737L; Goal Range: 198-210J. S. Kucia Overall: 207; Lexile Range 634-784L; Goal Range: 198-210

K. S. Dimalanta Overall: 220; Lexile Range 858-1008L; Goal Range: 217-228

R. Valkier Overall: 211; Lexile Range 697-847L; Goal Range: 210-221D. W. Alhamzawi Overall: 213; Lexile Range 737-887L; Goal Range: 206-218

N. I. Devany Overall: 188; Lexile Range 288-438L; Goal Range: 185-196A. E. Scruggs Overall: 197; Lexile Range 452-602L; Goal Range: 191-202Z. N. Haukebo-Bol Overall: 198; Lexile Range 457-607L; Goal Range: 187-199T. E. Wolf Overall: 201; Lexile Range 513-663L; Goal Range: 189-201

D. N. Dugaw Overall: 181; Lexile Range: 158-308L; Goal Range: 163-177

No students

Setting• Draws conclusions about a setting based on a description• Identifies settingSetting• Draws conclusions about a setting based on a description• Identifies setting• Recognizes description of settingSetting• Draws conclusions about a setting based on a description• Identifies details that reveal aspects of setting• Identifies setting• Recognizes description of settingSetting• Compares or contrasts setting across literary works• Draws conclusions about a setting based on a description• Identifies details that reveal aspects of setting• Identifies setting• Recognizes description of settingSetting• Analyzes how setting affects characters• Compares or contrasts setting across literary works• Draws conclusions about a setting based on a description• Identifies details that reveal aspects of setting• Identifies setting• Recognizes description of settingSetting• Analyzes how setting affects characters• Analyzes how setting contributes to plot• Compares or contrasts setting across literary works• Draws conclusions about a setting based on a description• Identifies details that reveal aspects of setting

Growth: Reading 2-5 CCSS 2010 V2

5th Grade Homeroom

Edit Display Options

LiteratureLiterature

Learning Continuum - Class View

Learning Continuum Class View

Class Breakdown reports

Class Profile report

ASG reports

Achievement Status and Growth Summary with Quadrant ChartKotifani, Jenisha5th Grade Homeroom

Term Tested: Fall 2015–2016Term Rostered: Fall 2015–2016District: NWEA Sample District 3School: Three Sisters Elementary

Norms Reference Data: 2015Growth Comparison Period: Fall 2015–Winter 2016Weeks of Instruction: Start–4 (Fall 2015) End–20 (Winter 2016)Optional Grouping: NoneSmall Group Display: No

Edit Report Criteria

0

100

90

80

70

60

50

40

30

20

10

0

100

90

80

70

60

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010 20 30 40 50 60 70 80 90 100

[+] Low Achievement / Low Growth [+] High Achievement / Low Growth

[+] Low Achievement / High Growth [+] High Achievement / High Growth

Achievement Percentile 50

Show student names

Show quadrant colors

Mathematics

Reading

Language Usage

Subjects shown

Male

Female

Genders shown

[District-Defined]

[District-Defined]

[District-Defined]

Ethnicities shown

Subject

Point shape by:

Gender

Ethnicity

ConditionalGrowthPercentile

50

Dugaw, DaytanSW07001428

Language UsageAchievement percentileConditional growth percentileProjected growthObserved growthObserved growth SEConditional growth index

426156

4.20.3

Daytan D

Zaiden HRomeo V

Drew ANoni D Dyanne S

Kaleigha D

Mary V

Tiphannie WJavis K

Ambrose S

ASG—Quadrant Chart

http://nwea.org



*These science status norms describe the distributions of achievement in general science academic skills and content knowledge for the relevant student populations for these grades and are useful for screening and placement purposes. Test results should not be used to evaluate performance where science content is more specialized, such as in topically differentiated high school science courses (e.g., biology, chemistry, physics).

The names of other companies and their products mentioned are the trademarks of their respective owners.

We are providing links to the third-party website(s) contained in this material only as a convenience, and the inclusion of links to the linked site does not imply any endorsement, approval, investigation, verification, or monitoring by us of any content or information contained within or accessible from the linked site. NWEA does not control the accuracy, completeness, timeliness, or appropriateness of the content or information on the linked site. If you choose to visit the linked site, you will be subject to its terms of use and privacy policies, over which NWEA has no control. In no event will NWEA be responsible for any information or content within the linked site or your use of the linked site. By continuing to the linked site, you agree to the foregoing.

Normative Data ChartsThe 2020 MAP Growth norms allow educators to compare achievement status—and changes in

achievement status (growth)—to students’ performance in the same grade at a comparable stage of the

school year or across two test events within or across school years. For more information, explore the

2020 NWEA MAP Growth Normative Data Overview.

July 2021 | MG120

Student achievement normsThe norms in the tables below have a very straightforward interpretation. For example, in the achievement norms for reading, grade 2 students in the fall had a mean score of 172.35 and a standard deviation of 15.19. To get a sense of how much variation there was, the SD of 15.19 can be subtracted from the mean and added to the mean to produce a range of about 157–188. Since the norms are based on the bell curve, we know that 68% of all grade 2 reading scores are expected to fall within this range.

3 2020 NWEA MAP Growth normative data

* These science status norms describe the distributions of achievement in general science academic skills and content knowledge for the relevant student populations for these grades and are useful for screening and placement purposes. Test results should not be used to evaluate performance where science content is more specialized, such as in topically differentiated high school science courses (e.g., biology, chemistry, physics).

2020 Reading Student Achievement NormsFall Winter Spring

Grade Mean SD Mean SD Mean SD

K 136.65 12.22 146.28 11.78 153.09 12.06

1 155.93 12.66 165.85 13.21 171.40 14.19

2 172.35 15.19 181.20 15.05 185.57 15.49

3 186.62 16.65 193.90 16.14 197.12 16.27

4 196.67 16.78 202.50 16.25 204.83 16.31

5 204.48 16.38 209.12 15.88 210.98 15.97

6 210.17 16.46 213.81 15.98 215.36 16.03

7 214.20 16.51 217.09 16.21 218.36 16.38

8 218.01 17.04 220.52 16.69 221.66 16.87

9 218.90 19.02 220.52 18.73 221.40 19.03

10 221.47 17.92 222.91 17.81 223.51 18.20

11 223.53 17.73 224.64 17.80 224.71 18.50

12 223.80 19.32 223.85 21.21 224.33 23.08

2020 Mathematics Student Achievement NormsFall Winter Spring


K 139.56 12.45 150.13 11.94 157.11 12.03

1 160.05 12.43 170.18 12.59 176.40 13.18

2 175.04 12.98 184.07 13.01 189.42 13.44

3 188.48 13.45 196.23 13.64 201.08 14.11

4 199.55 14.40 206.05 14.90 210.51 15.56

5 209.13 15.19 214.70 15.88 218.75 16.70

6 214.75 16.12 219.56 16.74 222.88 17.47

7 220.21 17.41 224.04 17.96 226.73 18.60

8 224.92 18.94 228.12 19.33 230.30 19.95

9 226.43 19.83 228.67 20.06 230.03 20.63

10 229.07 20.23 231.21 20.61 232.42 21.25

11 231.72 20.61 233.49 20.91 234.25 21.65

12 233.02 21.60 233.31 23.07 234.19 24.63

2020 General Science Student Achievement NormsFall Winter Spring


2 177.70 13.43 184.59 12.35 187.87 12.46

3 187.84 12.25 193.29 11.63 195.88 11.76

4 194.65 11.68 199.15 11.50 201.22 11.75

5 200.23 11.77 204.30 11.72 206.17 12.12

6 203.86 12.04 207.26 12.02 208.47 12.41

7 206.56 12.65 209.50 12.73 210.61 13.17

8 209.64 13.25 212.41 13.17 213.44 13.64

9* 211.40 14.10 213.42 14.17 213.99 14.72

10* 213.24 14.26 214.95 14.42 215.29 15.07

2020 Language Usage Student Achievement NormsFall Winter Spring


2 173.98 16.06 183.83 15.40 188.40 15.89

3 187.71 15.33 195.14 14.64 198.32 14.65

4 197.33 15.10 202.87 14.44 205.00 14.33

5 204.17 14.55 208.45 13.98 210.19 13.90

6 209.43 14.35 212.81 13.92 214.19 13.94

7 212.65 14.72 215.28 14.39 216.47 14.42

8 215.54 14.74 217.73 14.45 218.74 14.56

9 216.68 15.52 218.18 15.30 219.00 15.51

10 218.82 15.10 220.19 15.11 220.86 15.45

11 220.66 14.94 221.86 14.98 222.33 15.53

http://nwea.org

https://teach.mapnwea.org/impl/MAPGrowthNormativeDataOverview.pdf

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WORKBOOK Applying Reports